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You are here: Home > Scholarship > Article

Scholarship Type: Article

December 9, 2019

Going Professional: Writing Centers’ Challenges and Possibilities in Working with Emerging Online Professional Graduate Student Programs (2019)

This project demonstrated the urgency of developing writing center pedagogies for adult professionals—those working in fields requiring higher education, usually a college degree, and including formal standards of practice—in contrast to either traditional college student writers or graduate students in scholarly fields.

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February 22, 2019

Learning Online to Tutor Online (2019)

For students operating in an online environment, making support services available in the same fashion is vital to their ongoing success. Even for students attending classes face-to-face, allowing the option for online support makes sense as students are researching and writing online.

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December 9, 2019

A Big Cupboard: Developing a Tutor’s Manual of Model Asynchronous Feedback for Multilingual Writers (2019)

This article describes a replicable process for developing a reference manual of model asynchronous written responses to errors in the writing of multilingual writers for the purpose of tutor training and development.

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December 9, 2019

Applying the Technological, Pedagogical and Content Knowledge (TPACK) Framework to Enhance Tutor Training and Writing Instruction in Online Writing Centers (2019)

The Technological, Pedagogical, and Content Knowledge (TPACK) model can be applied to tutor training in online writing centers to help tutors develop the skills required to meet individual student learning needs.

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December 9, 2019

What Makes Tutors Tick?: Exploring Motives and Experiences in the JALT Writers’ Peer Support Group (PSG) (2019)

This article presents results from a survey of volunteer tutors who provided feedback to clients on in-process papers that clients shared with the PSG. Findings illuminated tutors’ motivations, foci of feedback for writers, and challenges of peer-readership through online collaboration.

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December 9, 2019

Examining Tutoring Strategies in Asynchronous Screencast Tutorials (2019)

Drawing upon previous work on the tutoring strategies of instruction, scaffolding, and motivation within in-person writing tutorials (Mackiewicz & Thompson, 2014; 2015), this study analyzes ten transcripts from asynchronous screencast tutorials to determine how and to what extent writing tutors use instruction, scaffolding, and motivation in an online setting.

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December 9, 2019

DIY OWL: How to Make Google Suite Work for Online Writing Tutorials (2019)

This article details the process of designing a method for asynchronous Online Writing Tutoring (OWT) in the institutional context of a community college. This article examines how Google Suite presents an exciting option for free, bespoke Online Writing Lab administration.

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December 9, 2019

Instituting and Assessing Asynchronous Online Writing Groups (2019)

The Ohio State University’s Writing Center has implemented three models of asynchronous online support with varying degrees of success: two-step asynchronous consultations, one-step drop-off consultations, and the Online Accountability Writing Group. Our study fills a gap in the research in that it shares findings from one-on-one and group asynchronous online support.

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December 9, 2019

Digital Growing Pains: Establishing Services for Online Graduate Programs (2019)

Our project reviews literature related to graduate tutoring both onsite and online, and we use this research to alter our approach to working with online graduate students.

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December 9, 2019

How I Learned to Stop Worrying and Love Asynchronous Online Tutoring (2019)

This article discusses the process that the University of Maryland Writing Center went through as it developed and later implemented asynchronous online tutoring, specifically the questions we struggled with while we considered adopting an asynchronous platform and method of advice delivery, as well as how we would train and schedule tutors for this new modality.

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